Relationships between teacher nonverbal immediacy, student emotional response, and perceived student learning

Mottet, Timothy P.; Beebe, Steven A.

doi:10.1080/08824090209384834

Cited by 43 publications

(61 citation statements)

References 29 publications

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“…Previous research indicates that students' affective learning is positively related to positive verbal and nonverbal cues of instructional communication [17][18][19][22][23][24]. Affective perceptions have important implications to multimedia learning.…”

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

“…In this theory, researchers have highlighted the pivotal role of a learner's emotional state [17,18]. Specifically, the theory explicated three aspects: (1) nonverbal communications, (2) learner's emotional feedback, and (3) learner's approach-avoidance behaviours.…”

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

“…The effects of enthusiastic verbal and nonverbal cues of an instructor on the students' learning processes can be discussed through the lens of emotional response theory [17][18][19]. In this theory, researchers have highlighted the pivotal role of a learner's emotional state [17,18].…”

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

“…In contrast, if verbal and nonverbal cues reduce the feelings of positive emotions, therefore, a student would enact avoidance behaviours. Hence, enthusiastic gestures and animated movements project an image of liveliness, interest, and dynamic, which in turn, leads to positive emotional responses in learners [17][18][19]24].…”

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

“…On the other hand, the socio agency view of pedagogical agents [2,3,5,7,10,11] suggests that an agent-based learning system has the potential to fulfil social and emotional aspects of the learning process in an otherwise cold and impersonal learning environment. Extending this notion, emotional response theory [17][18][19] argues that enthusiastic cues of an instructor may induce positive emotions in learners, which in turn, enact approach behaviours in the learning process. Hence, in the context of a multimedia learning environment, it can be argued that displayed enthusiasm by a pedagogical agent may foster similar levels of positive emotion (or enthusiasm) in the learners, thereby enhancing motivation and cognitive outcome in multimedia learning environments.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Liew

Zin

Sahari

2017

Hum. Cent. Comput. Inf. Sci.

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In a traditional classroom environment, instructor enthusiasm has been shown to enhance student's emotion, affective perceptions, intrinsic motivation, and cognitive outcome. Additionally, emotional response theory argues that enthusiastic verbal and nonverbal cues of an instructor will induce positive emotional states in learners, which in turn, enact learners' approach behaviours in the learning process. Therefore, should a pedagogical agent convey enthusiastic behaviours in a multimedia learning environment? Literature and theoretical reviews offer two competing views. The first view, based on emotional response theory, predicts that enthusiastic verbal and nonverbal cues of a pedagogical agent can induce higher positive emotions in learners, which in turn, enhance affective perceptions, intrinsic motivation, and cognitive outcome. However, the second view, based on cognitive load theory, suggests that pedagogical agent enthusiasm may increase extraneous cognitive load (additional processing in the mind), which negatively impact emotion, affective perceptions, intrinsic motivation, and cognitive outcome. To investigate the effects of agent enthusiasm, seventy-two university freshmen interacted with either an enthusiastic agent or a neutral agent (operationalized through vocal tones, facial expression, gestures, and remarks) that simulates the instructional role of a virtual tutor that delivers narrative demonstrations on how to predict the outputs of C-Programming algorithms. The results of our study showed that pedagogical agent enthusiasm significantly enhanced emotion, intrinsic motivation, affective perceptions, and cognitive outcome. Moreover, mediation analyses revealed that the facilitating effects of agent enthusiasm on intrinsic motivation, affective perceptions of the learning environment, and affective perceptions of the pedagogical agent were fully mediated by a learner's positive emotion, thus demonstrating that the framework of emotional response theory can be applied to learneragent interaction in a multimedia learning environment. Implications and suggestions for future research related to pedagogical agent enthusiasm are discussed in this paper.

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Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Liew

Zin

Sahari

2017

Hum. Cent. Comput. Inf. Sci.

View full text Add to dashboard Cite

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Teachers’ Classroom Engagement Structures: A Comparative Study of a Novice US and an Experienced UK Mathematics Teacher

2019

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This chapter describes the 'in-the-moment' affect of one novice and one experienced teacher by building on the contributions of Goldin, Epstein, Schorr, and Warner's (2011) 'engagement structure' archetypes. The two case studies depict the powerful mathematical affect exhibited whilst teaching by describing a constellation of interacting strands within each structure. Findings reveal that engagement structures, first theorised for students, may be inferred from observations across different demographic and professional teaching contexts. We believe the value of engagement structures is in helping teachers notice how their 'in-the-moment' behaviour as mathematics teachers may mirror the 'in-the-moment' behaviour of their mathematics learners. We suggest engagement structures offer a lens for examining teachers' affective states, and the role the affective domain can play in teacher education and professional development.

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The Effect of Online Instructors’ Immediacy and Presence on Nursing Students’ Motivation, Cognitive, and Affective Learning

Palmes,

Ching,

Chao

et al. 2024

Communications in Computer and Information Science

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Relationships between teacher nonverbal immediacy, student emotional response, and perceived student learning

Cited by 43 publications

References 29 publications

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Teachers’ Classroom Engagement Structures: A Comparative Study of a Novice US and an Experienced UK Mathematics Teacher

The Effect of Online Instructors’ Immediacy and Presence on Nursing Students’ Motivation, Cognitive, and Affective Learning

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